Peer rejection, temperament, and cortisol activity in preschoolers.

In this study, we examined a model that describes both direct and indirect pathways between children's temperament and activity of the hypothalamic-pituitary-adrenal (HPA) axis when children are in peer-group settings. We hypothesize that in peer-group settings both shy, inhibited and exuberant, undercontrolled children would exhibit higher cortisol levels, but these associations would operate through different pathways. Sociometric measures of peer rejection, salivary cortisol, and teacher reports of temperament were collected on 82 preschoolers. Children who were rejected by classmates had higher cortisol levels than the other children. The combination of Surgency and Poor Effortful Control (Effortful Control, reverse scored) was associated with elevated cortisol through a pathway mediated by aggressive interactions with peers and peer rejection. With the indirect path explained, the combination of Surgency and Poor Effortful Control also was directly and negatively associated with classroom cortisol levels. These results help explain why temperament associations with HPA activity have been variable and difficult to discern when children are assessed in peer-group contexts. In these contexts, both direct and indirect pathways between temperament and cortisol need to be examined.

Experimental studies of welfare reform and children.

Even prior to passage of federal welfare reform, many demonstration programs anticipated key features of the 1996 law, such as "work-first" strategies, time limits on welfare receipt, and financial incentives to work. Over the past decade, 10 experimental evaluations of these programs have extended their studies to examine the impacts on children. This article provides a synthesis of findings from the first seven of these studies to release results concerning child impacts. Key observations include the following: Across the different types of welfare-to-work programs examined, researchers found neither widespread harm nor widespread benefit to young children, but some significant impacts did occur. Favorable impacts tended to occur in programs that improved family economic status or maternal education, but these programs still did not bring children to the level of national norms for positive child development. Unfavorable impacts tended to occur when families did not show economic progress or when their economic situation worsened, when the children were adolescents, and--unexpectedly--when the families were believed to be at lower risk for long-term welfare receipt. Thus, although impacts were not widespread, these programs did have the potential to affect children for both better and worse across a range of developmental outcomes. The authors conclude that these findings underscore the importance of strengthening program approaches to enhance developmental outcomes for children in families being served by the welfare system.

Child care patterns of school-age children with employed mothers

This report investigates the different types of child care arrangements, including unsupervised "self-care," that families with working mothers use for their school-age children. Specifically, we examine how child care patterns differ by the age of the child, family income, race and ethnicity, parental time available to care for children (based on family structure and employment), whether the mother works "traditional" versus "nontraditional" hours, and by state. (Au)